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Algebra 1 Unit 1: One Variable Statistics
Target P - Summarize and describe distributions. (DOK Levels 1, 2)		Back to Scope and Sequence
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The Story of Algebra 1, Unit 1 : One Variable Statistics
FAQs see page 4 of the PLC Resource Guide
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The big idea of this unit is interpreting data sets (Target P); other standards regarding representing, comparing two or more data sets, and the effect of outliers have been embedded within this single big idea. Choosing and interpreting the scale of a data display is another embedded idea (Target C). All the standards in this unit are modeling standards and much of the assessment will focus on Claims 2 & 4 so work should not be done in isolation as it might have been in middle school. By involving students in the choice of statistical questions centered around their interests, this unit provides an excellent way for the students, and the teacher, to get to know one another.
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Essential Standards
See page 6 of the PLC Resource Guide for ALDs & Evidence
Bolded standard is essential others are supporting and could possibly be embedded or explored for depth, time permitting.
Cluster heading (big idea) is bolded in blue.
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S-ID.A Summarize, represent, and interpret data on a single count or measurement variable.
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S-ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).
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S-ID.A.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
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S-ID.A.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
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Instructional Days in Claim 1: Concepts & Procedures
“Students can explain and apply mathematical concepts and interpret and carry out
mathematical procedures with precision and fluency.”
Target P Learning Intentions
(bolded relates to SBAC evidence) White background indicates optional "depth day."
Blue links to "Clarity Cover Sheet" slide that includes success criteria & academic language.
Discourse via Math Langauge Routines
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Day 1Day 2Day 3Day 4Day 5
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I am learning to decribe & identify the center and the spread of a data set represented in a dot plot.
(Gradual Release)

9.1 (plot Explain 2 as a dot plot),
9.2 Explore

Conceptual & Procedural,
Levels 1 & 2		I am learning to decribe & identify the center and the spread of a data set represented in a histogram.
(Gradual Release)

9.3 (Explain 1 & Explain 2)

Conceptual & Procedural
Levels 1 & 2		I learning to decribe & identify the center and the spread of a data set represented in a box plot.
(Gradual Release, Day 1 of 2)

9.3 (Explain 3)

Conceptual & Procedural
Levels 1 & 2)		I learning to decribe & identify the center and the spread of a data set represented in a box plot.
(Gradual Release, Day 2 of 2)

9.3 (Explain 3)

Conceptual & Procedural
Levels 1 & 2)		I am learning to select the appropriate measure of center for representing data sets.
(Performance Task)

9.1 Lesson Performance Task

Conceptual
Level 2
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Day 6Day 7Day 8Day 9
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I am learning to select the appropriate choice of spread based on the selection of center.
(Performance Task)

9.1 Lesson Performance Task

Application
Level 3		I am learning to describe and use appropriate statistics to interpret and explain differences in shape, center, and spread of two or more different data sets, including box plots, histograms, or dot plots, representing familiar contexts.
(Performance Task)

9.2 Lesson Performance Task
(parts A, B & C)

Conceptual
Level 2		I am learning to use statistics appropriate to the shape of a data distribution to compare the center and spread of two or more different data sets.
(Gradual Release)

9.2 Explain 1, 2 & 3
9.4 Explain 2

Procedural
Level 2		I am learning to use appropriate statistics to interpret, explain, and summarize differences in shape, center & spread of two or more different data sets of varying complexity and levels of familiarity.
(Performance Task)

9.3 Lesson Performance Task

Application
Level 3
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Instructional Days in Claim 4: Modeling and Data Analysis
 with Reengagement (embedded formative assessments)
Consider giving with or without adaption, reviewing results in PLC & designing the reengagement there.
SVMI Tasks come with a Task, Spanish Task, Rubric, Calibrating Papers for PLC & Teacher Tools.
Discourse via Reengagement (see page 17of the PLC Resource Guide)
& The 5 Practices (template suitable for printing)
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Day 10Day 11Day 12Day 13Day 14
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 Getting to Know You
DESMOS		Obstacle Course (SVMI, 2013)

Common Formative Assessment?

Reengagment Day for
Obstacle Course

Individually or after PLC data review & reengagement prep?		Speed Trap (IM)

Groupworthy Task?
(Box Plots)		Reengagment Day for
Speed Trap

or

Day 2 to finish 5 Practices
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Day 15Day 16Day 17
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Histograms (DESMOS)Box Plots (DESMOS) Measure of Center &
Spread (DESMOS)
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Assessment, Reengagement & Re-assessment Days (FIAB could be used as a formative or summative)
See PLC Resource Guide page 13 for help designing aligned assessments.
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Day 18Day 19Day 20Day 21Day 22
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Statistics & Probability
(Focused IAB)		Statistics & Probability (FIAB)
Reengagement		Summative Assessment #1
Site / Teacher Created
(please submit to design team email dmattoon@hemetusd.org)		Summative Assessment Reengagement
(Do instead of a review day)		Summative Assessment #2
Site / Teacher Created
(please submit to design team email dmattoon@hemetusd.org)
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Discretionary Days (Site Activities, Reengagement, Repetition, Tier 1 Intervention & Depth)
Consider Supporting Standards for Depth See PLC Resource Guide pages 19, 21 & 23
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Special Note: Time Saving Strategies
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There are more activites & assessments here to choose from than the number of total instructional days in this unit.

You might be able to spend less time on Claim 1 Level 1 material covered in middle school like, mean, median, dot plots, histograms & box plots.
You might prioritze bolded Claim 1 content days.

Instructional days in Claim 4 are just tasks & activities to pick from and possibly use as a common formative assessment.
You might prioritze SVMI tasks for use in PLC and/or IM tasks for group work in the classroom.
You might see if any of the DESMOS activities meet the need of first instruction in Claim 1.

You might only use the Focused IAB or a Performance Task as a Summative Assessment to decrease the number of assessment days in this short unit.
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Day 23Day 24Day 25Day 26Day 27
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